DON BOSCO INSTITUTE OF PHILOSOPHY

Summary of the book Stolen Legacy by George G. M. James

DBIP/04/2021: Ogbodo, Emmanuel Ifeanyi Berchmans

APH 311: African Philosophy
Lecturer: Dr. Philip Edema

December,2023
Ibadan

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 INTRODUCTION

The Egyptian theory of salvation aimed to transform individuals into godlike beings
during their lifetime, preparing them for eternal happiness. This was achieved through personal
efforts, the pursuit of knowledge in the arts and sciences, and a virtuous life.1 Unlike the Christian
theory, there was no intermediary between humans and their salvation in the Egyptian belief
system. The Egyptian Mystery System, which included subjects like astronomy and geology,
played a role in this process. Greek philosophers such as Socrates, Anaxagoras, and Aristotle faced
accusations from the Athenian Government for introducing new divinities and corrupting the youth.
Socrates, in particular, was criticized for his studies in celestial bodies and teaching them, which
were necessary for membership in the Egyptian Mystery System. Greek philosophers often studied
sciences to fulfill this requirement, either by directly engaging with Egypt or its educational
institutions.2

The Egyptian Mysteries were an ancient world religion that spread throughout the Roman
Empire, including Italy, Greece, Asia Minor, and Europe, including Brittany. It was considered
the Holy Land of the ancient world, attracting pilgrimages due to its miraculous revelations and
spiritual blessings.3 However, in the4th and6th centuries A.D., Theodosius and Justinian
abolished the Mysteries, creating an opportunity for the rise of Christianity. Greek philosophy
emerged from the Egyptian Mysteries, and both the Mysteries and philosophical schools were
closed by the same edicts. During invasions by Persians, Greeks, and Romans, Egyptians fled to
Africa, Arabia, and Asia Minor, where they secretly continued to develop their teachings. In
the8th century A.D., the Moors invaded Spain and brought with them the preserved Egyptian
culture. In ancient times, knowledge was centralized in the Wisdom Teaching or Mysteries of
Egypt, also known as Sophia by the Greeks.

Homer was an ancient Greek poet, the Egyptian religious system was not referred to as
"Mysteries," Greeks did travel to Egypt for education, and Aristotle was a prominent philosopher
who made significant contributions to various fields.
The Athenian government initially had a negative view of Greek philosophy and mistreated
philosophers such as Anaxagoras, Socrates, Plato, and Aristotle, subjecting them to persecution
and exile. Despite this, Greek philosophers made significant contributions to intellectual thought.
They borrowed the concept of ethics from the Egyptian "Summum Bonum" or greatest good.
Socrates and Plato, in particular, became renowned philosophers. Plato also incorporated ten
virtues from the Egyptian Mystery System, which were derived from the four cardinal virtues of
justice, wisdom, temperance, and courage. Greek philosophy was also influenced by Pythagoras'
teachings, which included ideas about opposites, harmony, fire, mind, immortality, and the
Summum Bonum. The Egyptian Mystery System was the first secret Order in history, and its

1
. George G. M. James, Stolen Legacy (USA: George G. M. James, 1954), 9.
2
. James, 10.
3
. James, 14.

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teachings were strictly prohibited. This explains why philosophers like Socrates did not write
down their philosophy, and it also highlights the influence of Babylonians and Chaldaeans.
The Greek language was used to translate various teachings, including the Septuagint and
the Greek New Testament.4 However, the author argues that the Egyptians were unable to claim
these translations, and that Greek philosophy was actually a stolen legacy from the Egyptians.
The author suggests that Greek contributions to civilization were actually made by the Egyptians
and the African Continent, but have been misrepresented due to historical race prejudice. The
publication of Greek philosophy, including the Pythagorean theorem, has allegedly concealed the
truth for centuries. The author recommends books like "The Intellectual Adventure of Man,"
"The Egyptian Religion," and "The Mediterranean World in Ancient Times" to explore the
Egyptian origins further.
The Greeks initially faced immigration restrictions in Egypt due to piracy practices.
However, during the reigns of King Psammitichus and Amasis, these restrictions were modified.
Ionians and Carians were employed as mercenaries in the Egyptian Army, which allowed Greeks
to gain valuable information about Egyptian culture. King Amasis further removed these
restrictions, allowing Greeks to enter Egypt and settle in Naucratis.
The Persian invasion of Egypt provided an opportunity for Greeks to conduct extensive
research and stimulated the creation of prose history in Ionia.5 This contact with Egypt played a
crucial role in the genesis of Greek enlightenment. Students from Ionia and the Aegean Islands
sought education in Egypt, as it was considered supreme in civilization.
The Greeks eventually gained possession of Egypt and access to the Royal Library,
transforming Alexandria into a Greek city and a center of research. Under Greek control,
Egyptian culture flourished. However, the edicts of Theodosius and Justinian later closed the
Mystery Temples and Schools, marking the end of this period.
Egypt was renowned as the greatest education center of the ancient world, attracting
students from various civilizations, including Greece. Thales, born in585 B.C., was one such
Greek student who visited Egypt during the reign of Amasis. During his time there, Thales was
initiated into the Mystery System and learned a wide range of subjects, including astronomy,
land surveying, mensuration, engineering, and Egyptian Theology.
Another notable Greek scholar, Pythagoras, who hailed from Samos, also traveled to Egypt
for his education. He sought the consent and favor of the Egyptian Priests and underwent
rigorous trials, including circumcision, before being initiated into their secrets. Pythagoras
learned about metempsychosis (the transmigration of souls), medicine, and a strict system of
dietetic rules. He went on to establish the Science of Mathematics among the Greeks and paid
homage to the Muses when the Priests explained the properties of the right-angled triangle.

4
. James, 15.

5
. James, 21-22.

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 Democritus, born around400 B.C., was another scholar who received education in Egypt.
He wrote a treatise on the sacred characters of Meroe, showcasing his knowledge and interest in
Egyptian culture and symbols. It is worth noting that Origen, a native of Egypt, wrote about the
compulsory nature of circumcision in the region. This highlights the cultural practices and beliefs
prevalent in ancient Egypt.
The history of Greek philosophers, such as Plato, Socrates, and Aristotle, is intertwined with
the possibility of their travels to Egypt for education. However, there is limited information
available on this topic due to various reasons.
One reason is that the historical records from that time are silent on the subject. This could
be attributed to the lack of developed prose history during that era, which limited the
documentation of such events. Additionally, immigration laws and the persecution faced by
Greek authorities might have discouraged the recording of these travels.
It is known that some philosophers, including Anaxagoras, Socrates, and Plato, faced
indictment and imprisonment. This suggests that they were not always welcomed or accepted by
the Greek authorities. Aristotle, too, fled from Athens under suspicion, further highlighting the
challenges faced by these philosophers.
The conquest of Egypt by Alexander the Great had significant consequences for the region,
including the looting of the royal library, museum, temples, and other libraries. It was a common
practice for invading armies to capture books and manuscripts, considering them as valuable
treasures. During the Persian invasion, temples were stripped of gold, silver, and sacred books.
Moreover, each Egyptian temple had a secret library containing manuscripts and books of great
importance.
It was expected that Alexander the Great's invasion of Egypt would lead to the discovery of
these treasures, including gold, silver, and ceremonial items meant for the gods. These treasures
were believed to be stored in temples and libraries.
Overall, the history of Greek philosophers' travels to Egypt is shrouded in mystery and
limited information. The lack of detailed records, combined with the challenges faced by these
philosophers and the consequences of invasions, makes it difficult to fully understand the extent
and impact of their interactions with Egypt.
Alexander the Great played a significant role in the conversion of the Royal Library of
Alexandria into a research center. This library, founded by Pharaoh Setei, was already renowned,
but invading armies would often target it before focusing on the Menephtheion at Thebes. The
Greeks, including Alexander the Great, Aristotle's school, and the Ptolemies, recognized the
value of Egyptian education and culture. They decided to transfer Aristotle's school and pupils
from Athens to the Royal Library of Alexandria, transforming it into a center for research and
learning. Students studying there received instruction from Egyptian priests and teachers, despite
the challenges of language and interpretation. While the Royal Library of Alexandria became
famous for its contributions to knowledge, it is worth noting that the Theban Royal Library in
Thebes was also a magnificent representation of Ancient Egypt's greatness.

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 1. Similarities and Differences in Religions: The text explores the similarities and
differences between various religions, including their beliefs in a God, concepts of immortality,
and codes of ethics. It does not provide specific details about these religions.
2. Greek Enlightenment: The Greek Enlightenment is mentioned as a period that began
during King Amasis' reign when the Persians invaded Egypt in525 B.C. This event allowed
Greeks to settle in Naucratis and gain enlightenment.
3. Egyptian Figures: The text briefly mentions Egyptian figures such as Khufu, Cheops, and
Cecrops, but does not provide further details about them.
4. Diagram of the Four Qualities and Four Elements: The origins of the Diagram of the Four
Qualities and Four Elements are discussed, but no specific information about them is provided.
5. Pythagorean Theorem: The text mentions that the Pythagorean Theorem was falsely
attributed to Pythagoras. However, it does not elaborate on this point.
6. Doctrine of Self-Knowledge: It is stated that Socrates copied the doctrine of self-
knowledge from Egyptian temples. No further explanation is given regarding this doctrine.
7. Farewell Conversation: The text concludes with a farewell conversation between Socrates
and his pupils, but the content of this conversation is not specified.
CONCLUSION
Overall, the text touches on various topics related to religion, history, and philosophy, but it
lacks specific details and in-depth explanations for each subject.